Community Influence

Building a STEM Pathway: Xavier University of Louisiana’s Summer Science Academy

In Louisia, Xavier University provides a STEM summer Academy as a bridge program for persons of color between middle and high school. Underrepresented groups, such as Hispanics and Blacks, earn less than 15% of STEM bachelor’s degree, despite a large interest in these programs and degrees. The discrepancies in income levels may constitute this difference, causing an achievement gap. This program, as well as this report, offer state suggestions to narrow this gap.

 

 

Building a STEM Pathway: Xavier University of Louisiana’s ...

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Stories from the Front Lines of Student Success: The Implementation and Progress of Near Peer Mentoring Programs in Alaska and Idaho

This brief provides an overview of the implementation and impact of near peer mentoring programs in Alaska and Idaho from the standpoint of both existing research and the near peers themselves. In addition to offering strategies and promising practices that have helped foster a college-going culture in both states, the brief provides testimonials from mentors and the students they have served – students who might otherwise never considered college as an option without the extra support of a near peer ...

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Study: How students of different backgrounds use strategies to strengthen college applications

Years of research show that students from families of higher socioeconomic status are more likely to attend college—particularly more selective institutions—thanks to a variety of factors, including academic preparation, attendance at higher performing schools, and other social, cultural, and financial resources available to families with more means.

In addition to their traditional coursework, students often try to make their college applications more competitive through what the researchers call “college enhancement strategies,” including Advanced Placement (AP) exams, SAT preparation courses or materials, ...

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Report: The Mentoring Effect

Based off a survey regarding young persons and mentoring, there is not only a mentoring gap in America but also a mentoring need. It is estimated that more than one in three youths, which is roughly 16 million, have never had an adult mentor. This estimate includes roughly nine million at-risk youths, who are therefore less likely to graduate high school, go to college, and lead healthy and productive lives. Those that have been found to have a mentor provides ...

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Child Poverty and Adult Success

One in every five children currently lives in poverty, but nearly twice as many experience poverty sometime during childhood. Using 40 years of data, this analysis follows children from birth to age 17, then through their 20s, to examine how childhood poverty and family and neighborhood characteristics relate to achievement in young adulthood, such as completing high school by age 20, enrolling in postsecondary education by age 25, completing a four-year college degree by age 25, and being consistently employed ...

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International research on the effectiveness of widening participation

HEFCE commissioned CFE and Edge Hill University to produce a report on effective approaches to widening participation in six case study countries: the Netherlands, the US, Australia, South Africa, Norway and Ireland. The review was commissioned to inform the national strategy for access and student success which HEFCE and the Office for Fair Access are jointly developing.

The aims of the research are:

  • to critically examine the evidence for the impact and effectiveness of activity and policies specifically focused on widening participation and ...
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2015 Building a Grad Nation Report

According to the 2015 Building a Grad Nation report the national high school graduation rate hit a record high of 81.4 percent, and for the third year in a row, the nation remained on pace to meet the goal of 90 percent on-time graduation by 2020.

This sixth annual update on America’s high school dropout challenge shows that these gains have been made possible by raising graduation rates for groups of students that have traditionally struggled to earn a ...

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Stanford study finds blacks and Hispanics typically need higher incomes than whites to live in affluent neighborhoods

New research from Stanford Graduate School of Education shows that middle-class black and Hispanic households live in poorer neighborhoods than white and Asian families with comparable incomes. The findings underscore how specific groups face steeper hurdles to upward mobility.

 

Stanford study finds blacks and Hispanics typically need higher incomes than whites to live in affluent neighborhoods

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Building Blocks of a GradNation

Much has been written about how to prevent students from leaving high school before graduating, and which life experiences or risk factors may lead a young person to drop out. Less is known, however, about what promotes the attainment of a high school diploma.

In order to help all young people stay on the path to graduation, it is important to consider the influences in their lives that lead to on-time graduation.

The Center for Promise research team reviewed the last 25 ...

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